Andreina Paez Andreina Paez

Speaking lesson (TP5)
Pre Intermediate level


In this lesson, learners will have practice speaking fluency in the context of talking about 'important firsts'. The lesson begins with some common memories most people have about 'important firsts'. The lesson follows with audios that learners listen to as a first approach to the topic. Students discover useful language to discuss memories of their own. Then, students discuss in groups their own memories.


Main Aims

  • To provide fluency speaking practice in a conversation in the context of 'important firsts'.

Subsidiary Aims

  • To provide practice of simple past tense in the context of 'important firsts'.
  • To provide practice of language used for linking words in the context of 'important firsts'.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T displays several statements on the Jamboard and asks students to tick the ones they can remember in breakout rooms (2 min) your first day at school, college or work the first time you travelled alone or went abroad. the first time you met someone important in your life the first time you drove a car your first English lesson your first pet/car the first time you went shopping or bought something alone another important first T provides Jamboard link: T conducts OCFB. T asks Ss to decide which of the previous statements are shown in the pictures

Exposure (5-7 minutes) • To provide a model of production expected in coming tasks through reading/listening

T asks students to listen to two audios (1 min each), where Helen and Josh talk about the first time they did something. T asks a student to read the instructions: Which pictures illustrate Helen’s and Josh’s stories? ICQs (are we listening for detail or for the main idea? (main idea) Students discuss in Breakout Rooms (2 min). T conducts OCFB.

Useful Language (6-8 minutes) • To highlight and clarify useful language for coming productive tasks

T displays different phrases that are useful for students to tell their own memory: I'll never forget the first time I… I remember my first/the first time I… I was... years old at the time. I was in… I was with my… I felt very… because… At first… Then… In the end… T asks CCQs: Are we talking about the past or the present? Past Which phrases or words tell you that it is the past? Do these phrases mean the same thing or not? (‘I'll never forget the first time I…’ and ‘I remember my first/the first time I…’) Yes Which of these phrases would you use to begin to tell your memory? Which of these phrases would you use to give more details of your memory? Which of these phrases would you use to finish telling your memory? T asks students to organize the phrases in three categories: beginning, details and ending of a speech. T asks ss to mark the stress in the words: winter, police, remember, forget. T drills with students the sound of the Schwa /ə/ in these words.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

T asks a student to read the instructions: Choose two or three ‘important firsts’ that you can remember. Tell your peers about these memories, following these questions: What happened? When and where did it happen? How old were you at the time? Who was with you? How did you feel before/after? Ss discuss their memories in breakout rooms, switching groups as much as the time allows. T conducts OCFB.

Feedback and Error Correction (5-6 minutes) • To provide feedback on students' production and use of language

T conducts DEC following up on the productive stage. T writes on the screen samples of learners’ production and sets a task for learners to identify the correct and incorrect sentences and correct the latter ones. T conducts OCFB.

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